Describe the picture. Tell what people are doing.

Unit: Sports

Task

Complete the sentences with “will” or “be going to”.

Example: A: What do you want to do when you leave school?

            B: I’ m going to … bea football coach.

1) A: Where the football match is going to be tomorrow?

B: Indoor. The sky is cloudy. It _____ rain tomorrow.

2) A: I __________ do bungee jumping off a cliff or other high place.

B: Be careful! You might have hit your head.

3) A: Do you want to go to the park this afternoon?

B: I ‘can’t. I _______________ spend time getting to know the rules of playing chess.

4) A: Do you want to borrow my bicycle?

B: Thanks. I______________ bring it back tonight.

5) A: The tournament is next month.

B: We should practice hard, otherwise we _______ lose.

Unit: Sports

Learning objective

5.UE12 Use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time : last week, yesterday on a limited range of familiar general and curricular topics

Assessment criteria

· Use main regular and irregular adverbs and their comparative forms, adverbs of frequency and adverbs of definite time accurately

Levels of thinking skills

Application

Task 1. Complete the tables.

Task 2. Complete the sentences using adverbs from the tables.

1) I play football very _______, but I can run very _________.

2) You should play mental games _________.

3) I missed the match of the team I support because I came ___________ after school.

4) If your team wants to participate in a championship you should practice__________.

5) My English isn’t very good. Can you speak __________.

Task 3. Write about sport activity you do regularly / did yesterday or last week. Use adverbs in the box.

Descriptor

Task 1

A learner

· writes correctly the adverb;

· writes correctly the comparison form of an adverb;

Task 2

· uses appropriate adverbs in sentences;

Task 3

· makes up sentences with common adverbs;

· uses adverbs of time and frequency.

 Unit: Sports

Learning objective

5.UE13 Use might, may, could to express possibility on a limited range of familiar general and curricular topics

Assessment criteria

· Make up sentences with modal verbs of possibility: might, may, could

Level of thinking skills

Application

Task

Describe the pictures. Talk about situations connected with sport. Use might, may and could.

Picture 1                     Picture 2            Picture 3

Picture 4

A learner

· expresses ideas using might, may, could;

· uses topical vocabulary.

Unit: Sports

Task

Put the verbs from the brackets into the correct form: the verb+ing form, the verb+infinitive form or bear infinitive form.

1. People love ________________ (go) rafting. They find it thrilling.

2. Many people hate ___________ (play) golf because they find it boring.

3. Our school football team hopes ______ (win) regional championship.

4. Many teenagers enjoy_________ (do) skate boarding because they find it exiting.

5. Karate can be a dangerous sport. For example, you may ______(injure)yourself quite badly.

6. Samat is training hard. He wants______ (be) a boxer like Gennady Golovkin.

Answer keys

1. going 2. playing 3. to win  4.doing 5. injure   6. to be

Unit: Sports

Learning objective

Assessment criteria

Level of thinking skills

Task

Rewrite as one sentence using the conjunction given.      

1) You will not be hungry. You eat. (after/before)

 ___________________________________________________

2) Every morning I do exercises. I have my breakfast. (after/before)

____________________________________________________

3) Our champions will arrive at the airport. We will meet them. (when)

____________________________________________________

4) I didn’t participate in the last match. I was injured. (so)

____________________________________________________

5) Damir scores the goal. Renat passes Damir the ball. (if)

____________________________________________________

6)  We practiced in boxing. We learned how to avoid straight punches in the face. (where)

___________________________________________________

A learner

·  joins correctly two sentences using so , if, when , where, before, after.

Unit: Holidays

Learning objective

Assessment criteria

Level of thinking skills

Task 1.

Listen and tick the picture which shows Emma and her mother.

CD1. Tapescript 17.

Task 2.

Listen again and complete the sentences.

1) __________and sit under the umbrella, Emma.

2) __________ here on the towel.

3) _________ on my sunglasses.

4) Emma, can you _________ sunhat on, please.

5) You need _______ when it’s hot.

6) You mustn’t ________ straight after meal.

7) You _________ swimming in an hour.

Answer keys

Task 1. Picture B

Task 2. 1) come, 2) Sit down, 3) Don’t sit, 4) put your, 5)to drink ,6) swim, 7)can go

A learner

· chooses the correct picture;

· fills in correctly common instruction phrases.

Unit: Holidays

Learning objective

5.L2 Understand an increasing range of unsupported basic questions which ask for personal information

5.C8 Develop intercultural awareness through reading and discussion

Assessment criteria

· Recognize basic personal questions without support

· Talk about cultural diversity

· Recognize basic personal questions without support

Level of thinking skills

Knowledge and comprehension

Application

Task

Listen to the recording twice and complete the task.

CD1. Tapescript 18.

Holiday plans

Descriptor

A learner

· identifies the main information in a conversation and writes down the names of people;

· interprets information about Paul and Sally’s plan for holiday and writes the words in the right box;

· analyses heard information and writes P or S in the proper boxes.

Unit: Holidays

Task

Listen to Will. He is in his aunt’s house. Read the sentences and tick Yes or No.

CD1. Tapescript 19.

                                                                         Yes      No

1. Mum says Will can’t go skateboarding.                       ___      ___

2. His aunt agrees with his mother.                                  ___      ___

3. Uncle Tom is too old to skateboarding.                        ___      ___

4. Will thinks his uncle is quite good at skateboarding.    ___     ___

5. Uncle Tom only wants one turn at skateboarding.        ___     ___

Unit: Holidays

Task

Max and Robbie are in Brighton. They are at a funfair. Listen and tick the correct pictures.

CD1. Tapescript 20 .

Unit: Holidays

Learning objective

Assessment criteria

Level of thinking skills

Task

Work with a partner. Ask and answer about your plans for the next holiday. Use to be going to/ will/might, may ,could in your speech to describe planned and possible activities you will do.

1. Where/ go/ for your next holiday?

2. How/ travel/ there?

3. Where/ stay? 

4. What/ do there?

5. How much time/ spend there?

6. When/ come back?

Example: A: Where are you going for your next holiday?

               B: I’m going to Paris to see Disney land.

Now change your roles.

A learner

· constructs and asks simple questions on topic;

· provides full answer to the question;

· uses present progressive tense correctly;

· expresses ideas using might, may, could.

Unit: Holidays

Learning objective

Assessment criteria

Level of thinking skills

Task 1

Transport of the Future

       Work in groups to design a transport of the future. It must be environmentally friendly. Draw the vehicle and be prepared to explain it to the other groups. Get and use feedback from other groups and respond it.

Task 2

In your groups discuss and give feedback “2 stars and 1 wish” to the other groups’ presentation.

A learner

· discusses the possible solution to a problem with others;

· considers different opinions;

· makes up correct and meaningful sentences;

· participates in reflecting the idea in the paper;

· explains the project clearly to others;

· takes into consideration feedback from others.

· judges constructively others’ opinion. 

Unit: Holidays

Task 1  

Read and match the advertisements (A-C) with the details of the holidays (Text 1, Text 2). There is an extra advertisement you don't need to use.

Holiday advertisements

Text 1. When you are travelling with children,family holidays need planning. We organise clubs, activities and supervision for children of all ages. As a result, they have a great time and you don't have to worry about a thing. Children love our holidays, and we love having them along. All our childcare staff are English speaking and have a great number of fun ways to keep children happy. During the morning and afternoon they organise nature walks, face painting, singing sessions and games on the beach. Older children learn how to sail, snorkel, try their hand at windsurfing, practice football, or learn to play volleyball.

Text 2. With over 30 years' experience in the Alps, we know what makes a great holiday. We choose thebest Alpine resorts, with lots of snow for you to enjoy. Our hotels are warm, welcoming places that combine hotel-style comforts with the relaxed atmosphere of a chalet. Some hotels are for adults, while others also offer childcare. You'll find good food, wine and company at all hotels.

Text 1. _____

Text 2. _____

Task 2

Read the brochure again and answer the following questions.

1. What time do activities for kids start every morning?

2. Do we need to bring our own skis? 

3. What other languages do nannies speak? 

4. Are there any vegetarian dishes? 

5. Can 7-year-olds go snowboarding?

Task 3

Answer the question and give your opinion?

Which of these holidays would you like to go? Why?

Unit: Holidays

Task

Kazakhstan is an attractive holiday destination. Read the facts on each of the ice cubes. If the fact about Kazakhstan is correct, cut out the ice cube and glue it in the pitcher of Lemonade.

Answer keys

 1) T  2) F (five fingers) 3) T 4) T  5) F (half of fresh water, the other half of the salt water) 6) F 32 beams   7) F it is practiced   8) T  9) F – Eurasia.

Unit: Holidays

Task 1

Match the phrase with the picture.

My best ever vacation!

1)                                      3)         

2)                                      4)

Task 2

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